Investigating Causes and Effects of Anxiety on Students’ Writing Performance during Examination.

Abstract

When assigned a writing task, writing anxiety refers to the tension, concern, uneasiness, and a range of other undesirable feelings that can occur. Depending on the context of the writing, the extent to which a writer experiences these negative sensations may vary. This research into exam writing anxiety in a foreign language was conducted by the English department at Ibn Khaldoun University of Tiaret. It seeks to accomplish two key goals. The first goal is to describe the underlying reasons and consequences of first-year students' anxiety related to writing in a foreign language. The second goal is to investigate solutions for writing test anxiety in both teachers and students. The study makes use of many ideas to attain the stated goals. The research depends on two primary mixed-method techniques for data collection: the questionnaire and the interview. Therefore, we provide some suggestions to lessen the adverse impacts of this inhibiting phenomenon. To test the hypothesises, we will employ both descriptive and explanatory research designs. When it comes to technique, we used a mixedmethods approach. We used both qualitative and quantitative approaches for data collection and analysis. We used the questionnaire and the interview as two crucial tools to collect the necessary data, test the hypotheses, and provide answers to the research questions. The results revealed that writing anxiety has an impact on students' writing ability, and both students and teachers are aware of this behaviour, viewing it as the primary cause of their students' subpar writing during exams.